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He is also a faculty member at West Kordufan University, Faculty of Education, Department of English Language in Elnihud City, Sudan. He holds a Ph.D. degree in English language teaching and curriculum from Sudan University of Science and Technology, Faculty of Graduate Studies, in 2010. Moreover, he holds the degree of Master in Teaching English as Foreign Language from University of Juba, Faculty of Graduate Studies in 2004. He graduated from University of Khartoum, Faculty of Education in 1998 with a Bachelor (Honours) degree of education in English language. He has 22 years of teaching experience in some universities in Sudan. He has published a number of research papers in refereed journals. His primary research focus is on the analysis of errors committed by EFL university learners in English language skills. (E-mail: feltayb12@gmail.com<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="7554459" href="https://www.academia.edu/Documents/in/Social_Media"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://kku-sa.academia.edu/FawziYousufAhmed","location":"/FawziYousufAhmed","scheme":"https","host":"kku-sa.academia.edu","port":null,"pathname":"/FawziYousufAhmed","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Social Media"]}" data-trace="false" 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data-dom-id="Pill-react-component-953e5df0-64df-4c3d-9d25-8a28d33db19f"></div> <div id="Pill-react-component-953e5df0-64df-4c3d-9d25-8a28d33db19f"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="7554459" href="https://www.academia.edu/Documents/in/Discourse_Analysis"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Discourse Analysis"]}" data-trace="false" data-dom-id="Pill-react-component-ccea454e-88b6-4010-861b-8353d0bbe1b6"></div> <div id="Pill-react-component-ccea454e-88b6-4010-861b-8353d0bbe1b6"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="7554459" href="https://www.academia.edu/Documents/in/Applied_Linguistics"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Applied Linguistics"]}" data-trace="false" data-dom-id="Pill-react-component-cba2fb9d-3ef1-446d-9074-707dd07dc174"></div> <div id="Pill-react-component-cba2fb9d-3ef1-446d-9074-707dd07dc174"></div> </a></div></div><div class="external-links-container"><ul class="profile-links new-profile js-UserInfo-social"><li class="profile-profiles js-social-profiles-container"><i class="fa fa-spin fa-spinner"></i></li></ul></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Fawzi E L T A Y E B Yousuf Ahmed</h3></div><div class="js-work-strip profile--work_container" data-work-id="123861154"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123861154/Sudanese_Students_Perceptions_of_Code_Switching_in_English_Language_Classes"><img alt="Research paper thumbnail of Sudanese Students' Perceptions of Code Switching in English Language Classes" class="work-thumbnail" src="https://attachments.academia-assets.com/118197056/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123861154/Sudanese_Students_Perceptions_of_Code_Switching_in_English_Language_Classes">Sudanese Students' Perceptions of Code Switching in English Language Classes</a></div><div class="wp-workCard_item"><span>Journal of Language Teaching and Research</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to learn how Sudanese students perceive their teachers' use of their mother tongu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to learn how Sudanese students perceive their teachers' use of their mother tongues in English language classes and whether this usage aids or hinders student comprehension. The researchers used a descriptive and analytical approach. Sixty students completed one questionnaire, the primary tool for gathering pertinent data from the study. The researcher used the SPSS program to analyze and validate the assumptions. The findings of this research are as follows. First, the students had favorable opinions regarding the use of code-switching. Second, many instructors incorporated Arabic into their English classes. Considering these findings, the researcher suggests that code-switching is used more frequently to help students become fluent in bilingual and multilingual settings. Teachers can benefit from using code-switching to teach English because students have favorable attitudes toward its use in English language classes. Finally, the study offers several suggestions and ideas for additional research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fd8dde0ed0db5e1c7d109599dda13154" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118197056,"asset_id":123861154,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118197056/download_file?st=MTczMjQyODE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123861154"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123861154"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123861154; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=123861154]").text(description); $(".js-view-count[data-work-id=123861154]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 123861154; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='123861154']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 123861154, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fd8dde0ed0db5e1c7d109599dda13154" } } $('.js-work-strip[data-work-id=123861154]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":123861154,"title":"Sudanese Students' Perceptions of Code Switching in English Language Classes","translated_title":"","metadata":{"doi":"10.17507/jltr.1505.17","abstract":"This study aims to learn how Sudanese students perceive their teachers' use of their mother tongues in English language classes and whether this usage aids or hinders student comprehension. The researchers used a descriptive and analytical approach. Sixty students completed one questionnaire, the primary tool for gathering pertinent data from the study. The researcher used the SPSS program to analyze and validate the assumptions. The findings of this research are as follows. First, the students had favorable opinions regarding the use of code-switching. Second, many instructors incorporated Arabic into their English classes. Considering these findings, the researcher suggests that code-switching is used more frequently to help students become fluent in bilingual and multilingual settings. Teachers can benefit from using code-switching to teach English because students have favorable attitudes toward its use in English language classes. Finally, the study offers several suggestions and ideas for additional research.","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"Journal of Language Teaching and Research"},"translated_abstract":"This study aims to learn how Sudanese students perceive their teachers' use of their mother tongues in English language classes and whether this usage aids or hinders student comprehension. The researchers used a descriptive and analytical approach. Sixty students completed one questionnaire, the primary tool for gathering pertinent data from the study. The researcher used the SPSS program to analyze and validate the assumptions. The findings of this research are as follows. First, the students had favorable opinions regarding the use of code-switching. Second, many instructors incorporated Arabic into their English classes. Considering these findings, the researcher suggests that code-switching is used more frequently to help students become fluent in bilingual and multilingual settings. Teachers can benefit from using code-switching to teach English because students have favorable attitudes toward its use in English language classes. Finally, the study offers several suggestions and ideas for additional research.","internal_url":"https://www.academia.edu/123861154/Sudanese_Students_Perceptions_of_Code_Switching_in_English_Language_Classes","translated_internal_url":"","created_at":"2024-09-14T01:48:48.593-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":7554459,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":42378517,"work_id":123861154,"tagging_user_id":7554459,"tagged_user_id":27419863,"co_author_invite_id":null,"email":"a***n@yahoo.com","affiliation":"King Khalid University","display_order":1,"name":"Elsadig Hussein","title":"Sudanese Students' Perceptions of Code Switching in English Language Classes"},{"id":42378525,"work_id":123861154,"tagging_user_id":7554459,"tagged_user_id":276560200,"co_author_invite_id":null,"email":"n***a@kku.edu.sa","display_order":1073741824,"name":"NAWAL ABDALLA","title":"Sudanese Students' Perceptions of Code Switching in English Language Classes"}],"downloadable_attachments":[{"id":118197056,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118197056/thumbnails/1.jpg","file_name":"Sudanese_Students_Perceptions_of_Code_Switching_in_English_Language_Classes.pdf","download_url":"https://www.academia.edu/attachments/118197056/download_file?st=MTczMjQyODE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Sudanese_Students_Perceptions_of_Code_Sw.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118197056/Sudanese_Students_Perceptions_of_Code_Switching_in_English_Language_Classes-libre.pdf?1726305486=\u0026response-content-disposition=attachment%3B+filename%3DSudanese_Students_Perceptions_of_Code_Sw.pdf\u0026Expires=1732431740\u0026Signature=XfGartrCtzMHZntC~NOvpdzBuCuFudIAqAhq6zpCJv4GWnkkHTU4KQM-cPQem~PqlKqpo9T1d8GdG1eJwpK2rKlrP~eYpS3xKm5Hejmp~dBYxeNJr1Pisaum3GZlYHBEfHdItkVpFheaQLzLse1ENQJXkaD8umo8aYoduff2fhwuVl8CPPDC6p-IC1ic5CkGFjgL~lGigig4ZrgY-ek3w0dTbIXMiWSn41V7ZCE4vSyARthOGbelDH3ZCyapygATtSitYn1iMh9jFwfe2d8HeQF7kuZFxurpHZ0RS-MONaC5au7fJcWwIwnnVh-zNrh6MpAfFi6Vc9eFFCrMsFPsTw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Sudanese_Students_Perceptions_of_Code_Switching_in_English_Language_Classes","translated_slug":"","page_count":10,"language":"en","content_type":"Work","owner":{"id":7554459,"first_name":"Fawzi","middle_initials":"E L T A Y E B","last_name":"Yousuf Ahmed","page_name":"FawziYousufAhmed","domain_name":"kku-sa","created_at":"2013-12-12T20:08:59.126-08:00","display_name":"Fawzi E L T A Y E B Yousuf Ahmed","url":"https://kku-sa.academia.edu/FawziYousufAhmed"},"attachments":[{"id":118197056,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/118197056/thumbnails/1.jpg","file_name":"Sudanese_Students_Perceptions_of_Code_Switching_in_English_Language_Classes.pdf","download_url":"https://www.academia.edu/attachments/118197056/download_file?st=MTczMjQyODE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Sudanese_Students_Perceptions_of_Code_Sw.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/118197056/Sudanese_Students_Perceptions_of_Code_Switching_in_English_Language_Classes-libre.pdf?1726305486=\u0026response-content-disposition=attachment%3B+filename%3DSudanese_Students_Perceptions_of_Code_Sw.pdf\u0026Expires=1732431740\u0026Signature=XfGartrCtzMHZntC~NOvpdzBuCuFudIAqAhq6zpCJv4GWnkkHTU4KQM-cPQem~PqlKqpo9T1d8GdG1eJwpK2rKlrP~eYpS3xKm5Hejmp~dBYxeNJr1Pisaum3GZlYHBEfHdItkVpFheaQLzLse1ENQJXkaD8umo8aYoduff2fhwuVl8CPPDC6p-IC1ic5CkGFjgL~lGigig4ZrgY-ek3w0dTbIXMiWSn41V7ZCE4vSyARthOGbelDH3ZCyapygATtSitYn1iMh9jFwfe2d8HeQF7kuZFxurpHZ0RS-MONaC5au7fJcWwIwnnVh-zNrh6MpAfFi6Vc9eFFCrMsFPsTw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3046361,"name":"Journal for Research Scholars and Professionals of English Language Teaching. ","url":"https://www.academia.edu/Documents/in/Journal_for_Research_Scholars_and_Professionals_of_English_Language_Teaching"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114441602"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114441602/Analysis_of_Word_Choice_Errors_in_Saudi_EFL_Students_Spoken_Language"><img alt="Research paper thumbnail of Analysis of Word Choice Errors in Saudi EFL Students Spoken Language" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114441602/Analysis_of_Word_Choice_Errors_in_Saudi_EFL_Students_Spoken_Language">Analysis of Word Choice Errors in Saudi EFL Students Spoken Language</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kku-sa.academia.edu/FawziYousufAhmed">Fawzi E L T A Y E B Yousuf Ahmed</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://kku-sa.academia.edu/ElsadigHussein">Elsadig Hussein</a></span></div><div class="wp-workCard_item"><span>Theory and Practice in Language Studies</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract: The purpose of this research paper is to identify and analyze word choice errors commit...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract: The purpose of this research paper is to identify and analyze word choice errors committed in spoken English by Saudi EFL students at King Khalid University. It also seeks to identify the origins of the errors and to suggest relevant solutions to assist learners in developing lexical competence and reducing the occurrence of these errors. The research focuses on five different forms of word choice errors. These errors consist of errors of redundancy, literal translation, subject /verb agreement, collocation, and inappropriate usage of formal and informal words. To gather data, the study is based on conducting structured interviews with three EFL-speaking teachers. It also employs a speaking test as a data collection technique from fifteen EFL learners chosen at random, who are required to speak one by one in front of the class for 3-6 minutes. Their oral performance is recorded by mobile phones.  According to data analysis, the most common error category is literal translation (33.97%), which is followed by collocation errors (24.88%) as well as subject/verb agreement (18.66%). Furthermore, there are redundancy errors with a percentage of (12.44%). The last type of error committed is inappropriate use of formal and informal language, which has a percentage of (10.04%). The study attributes these errors to a variety of causes, including the Arabic language's impact as well as ineffective teaching techniques and learning strategies. The study offers several recommendations and pedagogical implications to help EFL learners overcome and minimize word choice errors.<br /><br />Keywords: EFL students, errors, Saudi, spoken language, word choice</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="768df892ca551e200b9eeae66e2f19c1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111139049,"asset_id":114441602,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111139049/download_file?st=MTczMjQyODE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114441602"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114441602"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114441602; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114441602]").text(description); $(".js-view-count[data-work-id=114441602]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114441602; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114441602']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 114441602, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "768df892ca551e200b9eeae66e2f19c1" } } $('.js-work-strip[data-work-id=114441602]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114441602,"title":"Analysis of Word Choice Errors in Saudi EFL Students Spoken Language","translated_title":"","metadata":{"doi":"10.17507/tpls.1402.22","issue":"2","volume":"14","abstract":"Abstract: The purpose of this research paper is to identify and analyze word choice errors committed in spoken English by Saudi EFL students at King Khalid University. It also seeks to identify the origins of the errors and to suggest relevant solutions to assist learners in developing lexical competence and reducing the occurrence of these errors. The research focuses on five different forms of word choice errors. These errors consist of errors of redundancy, literal translation, subject /verb agreement, collocation, and inappropriate usage of formal and informal words. To gather data, the study is based on conducting structured interviews with three EFL-speaking teachers. It also employs a speaking test as a data collection technique from fifteen EFL learners chosen at random, who are required to speak one by one in front of the class for 3-6 minutes. Their oral performance is recorded by mobile phones. According to data analysis, the most common error category is literal translation (33.97%), which is followed by collocation errors (24.88%) as well as subject/verb agreement (18.66%). 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Furthermore, there are redundancy errors with a percentage of (12.44%). The last type of error committed is inappropriate use of formal and informal language, which has a percentage of (10.04%). The study attributes these errors to a variety of causes, including the Arabic language's impact as well as ineffective teaching techniques and learning strategies. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99321388"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/99321388/Saudi_EFL_University_Learners_Perspectives_on_Using_Task_Based_Language_Teaching_in_Promoting_Opinion_Essay_Writing"><img alt="Research paper thumbnail of Saudi EFL University Learners’ Perspectives on Using Task-Based Language Teaching in Promoting Opinion Essay Writing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/99321388/Saudi_EFL_University_Learners_Perspectives_on_Using_Task_Based_Language_Teaching_in_Promoting_Opinion_Essay_Writing">Saudi EFL University Learners’ Perspectives on Using Task-Based Language Teaching in Promoting Opinion Essay Writing</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kku-sa.academia.edu/FawziYousufAhmed">Fawzi E L T A Y E B Yousuf Ahmed</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://kku-sa.academia.edu/DrMusadhiqueKottaparamban">Dr. Musadhique Kottaparamban</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://kku-sa.academia.edu/ElsadigHussein">Elsadig Hussein</a></span></div><div class="wp-workCard_item"><span>Research Journal in Advanced Humanities</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The fundamental aim of this study is to investigate Saudi EFL university learners’ perspectives o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The fundamental aim of this study is to investigate Saudi EFL university learners’ perspectives on using the task-based language teaching (TBLT) approach to improve opinion essay writing in the College of Science and Arts in Tanumah, King Khalid University. The study was conducted during the second semester of the academic year 2021-2022. To collect data, the study uses a questionnaire and tests as primary tools. The population of the study covers all third-level EFL university students in the aforementioned college. Thirty students are randomly chosen and then they are divided into the control group (CG) and the experimental group (EG), each of which consists of 15 students. The participants in the CG learned how to write an opinion essay by employing traditional teaching methods based on the structure of the textbook. In contrast, the participants in the EG learned how to write an opinion essay by implementing the task-based language teaching approach, which is based on the TBLT framed by Wills (1996). The post-test analysis reveals that the implementation of TBLT has significantly improved the opinion essay writing of Saudi EFL university learners. In addition, the analysis of questionnaires of the experimental group shows that most Saudi EFL university learners hold positive perspectives towards implementing TBLT to improve their opinion essay writing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99321388"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99321388"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99321388; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99321388]").text(description); $(".js-view-count[data-work-id=99321388]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99321388; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99321388']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 99321388, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=99321388]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99321388,"title":"Saudi EFL University Learners’ Perspectives on Using Task-Based Language Teaching in Promoting Opinion Essay Writing","translated_title":"","metadata":{"doi":"10.58256/rjah.v4i2.1082","abstract":"The fundamental aim of this study is to investigate Saudi EFL university learners’ perspectives on using the task-based language teaching (TBLT) approach to improve opinion essay writing in the College of Science and Arts in Tanumah, King Khalid University. The study was conducted during the second semester of the academic year 2021-2022. To collect data, the study uses a questionnaire and tests as primary tools. The population of the study covers all third-level EFL university students in the aforementioned college. Thirty students are randomly chosen and then they are divided into the control group (CG) and the experimental group (EG), each of which consists of 15 students. The participants in the CG learned how to write an opinion essay by employing traditional teaching methods based on the structure of the textbook. In contrast, the participants in the EG learned how to write an opinion essay by implementing the task-based language teaching approach, which is based on the TBLT framed by Wills (1996). The post-test analysis reveals that the implementation of TBLT has significantly improved the opinion essay writing of Saudi EFL university learners. In addition, the analysis of questionnaires of the experimental group shows that most Saudi EFL university learners hold positive perspectives towards implementing TBLT to improve their opinion essay writing.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Research Journal in Advanced Humanities"},"translated_abstract":"The fundamental aim of this study is to investigate Saudi EFL university learners’ perspectives on using the task-based language teaching (TBLT) approach to improve opinion essay writing in the College of Science and Arts in Tanumah, King Khalid University. The study was conducted during the second semester of the academic year 2021-2022. To collect data, the study uses a questionnaire and tests as primary tools. The population of the study covers all third-level EFL university students in the aforementioned college. Thirty students are randomly chosen and then they are divided into the control group (CG) and the experimental group (EG), each of which consists of 15 students. The participants in the CG learned how to write an opinion essay by employing traditional teaching methods based on the structure of the textbook. In contrast, the participants in the EG learned how to write an opinion essay by implementing the task-based language teaching approach, which is based on the TBLT framed by Wills (1996). The post-test analysis reveals that the implementation of TBLT has significantly improved the opinion essay writing of Saudi EFL university learners. In addition, the analysis of questionnaires of the experimental group shows that most Saudi EFL university learners hold positive perspectives towards implementing TBLT to improve their opinion essay writing.","internal_url":"https://www.academia.edu/99321388/Saudi_EFL_University_Learners_Perspectives_on_Using_Task_Based_Language_Teaching_in_Promoting_Opinion_Essay_Writing","translated_internal_url":"","created_at":"2023-03-30T04:05:25.942-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":7554459,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":39686741,"work_id":99321388,"tagging_user_id":7554459,"tagged_user_id":97058485,"co_author_invite_id":null,"email":"m***s@gmail.com","affiliation":"King Khalid University","display_order":0,"name":"Dr. Musadhique Kottaparamban","title":"Saudi EFL University Learners’ Perspectives on Using Task-Based Language Teaching in Promoting Opinion Essay Writing"},{"id":39686742,"work_id":99321388,"tagging_user_id":7554459,"tagged_user_id":27419863,"co_author_invite_id":null,"email":"a***n@yahoo.com","affiliation":"King Khalid University","display_order":4194304,"name":"Elsadig Hussein","title":"Saudi EFL University Learners’ Perspectives on Using Task-Based Language Teaching in Promoting Opinion Essay Writing"}],"downloadable_attachments":[],"slug":"Saudi_EFL_University_Learners_Perspectives_on_Using_Task_Based_Language_Teaching_in_Promoting_Opinion_Essay_Writing","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":7554459,"first_name":"Fawzi","middle_initials":"E L T A Y E B","last_name":"Yousuf Ahmed","page_name":"FawziYousufAhmed","domain_name":"kku-sa","created_at":"2013-12-12T20:08:59.126-08:00","display_name":"Fawzi E L T A Y E B Yousuf Ahmed","url":"https://kku-sa.academia.edu/FawziYousufAhmed"},"attachments":[],"research_interests":[{"id":263518,"name":"Applied Linguistics and ELT","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_and_ELT-1"}],"urls":[{"id":30181365,"url":"https://royalliteglobal.com/advanced-humanities/article/view/1082"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="60059914"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/60059914/EFL_University_Instructors_and_Students_Perspectives_About_Using_Arabic_in_EFL_Courses_A_Case_Study_of_College_of_Science_and_Arts_Tanumah_King_Khalid_University"><img alt="Research paper thumbnail of EFL University Instructors' and Students' Perspectives About Using Arabic in EFL Courses (A Case Study of College of Science & Arts, Tanumah, King Khalid University" class="work-thumbnail" src="https://attachments.academia-assets.com/73670072/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/60059914/EFL_University_Instructors_and_Students_Perspectives_About_Using_Arabic_in_EFL_Courses_A_Case_Study_of_College_of_Science_and_Arts_Tanumah_King_Khalid_University">EFL University Instructors' and Students' Perspectives About Using Arabic in EFL Courses (A Case Study of College of Science & Arts, Tanumah, King Khalid University</a></div><div class="wp-workCard_item"><span>International Journal of Social Science and Humanities Research</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The main purpose of this study is to investigate EFL University instructors' and students' perspe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The main purpose of this study is to investigate EFL University instructors' and students' perspectives about using Arabic language in university EFL courses in the College of Science Arts, Tanumah, at King Khalid University during the First Semester of the academic year 2015.2016. Fifteen EFL instructors and fifty EFL students participated in this study. The data were collected by employing two questionnaires and a structured interview. One of the questionnaires was administered to EFL instructors who are Arabic speakers while the other was administered to EFL students. The interview was conducted on EFL instructors who are not Arabic speakers. The results of the study reveal that both instructors and students did not oppose the use of Arabic language in language classrooms they all thought that the mother tongue should be used in emergency situations. The results of the study also reveal that instructors and students have different perceptions on the degree of how often the mother tongue should be used in EFL classrooms. For example, the instructors think that the mother tongue should be sometimes used, while the students think that the mother tongue should be usually used. In contrast, The results show that majority of EFL instructors who are not Arabic speakers believe that Arabic should not be used in EFL classroom at all and whatever the circumstances are .While a few of them think that it can be used for beginners for explaining vocabulary. Finally, the study recommends that a balanced and judicious use of Arabic in EFL classroom can be useful in the language learning process and may even be essential to increase learners' comprehension and that the use of Arabic can be effective in the right situations at the right time.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="51b5c9c0045b0f0f42b662f3000d8dce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":73670072,"asset_id":60059914,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/73670072/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="60059914"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="60059914"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 60059914; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=60059914]").text(description); $(".js-view-count[data-work-id=60059914]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 60059914; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='60059914']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 60059914, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "51b5c9c0045b0f0f42b662f3000d8dce" } } $('.js-work-strip[data-work-id=60059914]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":60059914,"title":"EFL University Instructors' and Students' Perspectives About Using Arabic in EFL Courses (A Case Study of College of Science \u0026 Arts, Tanumah, King Khalid University","translated_title":"","metadata":{"abstract":"The main purpose of this study is to investigate EFL University instructors' and students' perspectives about using Arabic language in university EFL courses in the College of Science Arts, Tanumah, at King Khalid University during the First Semester of the academic year 2015.2016. Fifteen EFL instructors and fifty EFL students participated in this study. The data were collected by employing two questionnaires and a structured interview. One of the questionnaires was administered to EFL instructors who are Arabic speakers while the other was administered to EFL students. The interview was conducted on EFL instructors who are not Arabic speakers. The results of the study reveal that both instructors and students did not oppose the use of Arabic language in language classrooms they all thought that the mother tongue should be used in emergency situations. The results of the study also reveal that instructors and students have different perceptions on the degree of how often the mother tongue should be used in EFL classrooms. For example, the instructors think that the mother tongue should be sometimes used, while the students think that the mother tongue should be usually used. In contrast, The results show that majority of EFL instructors who are not Arabic speakers believe that Arabic should not be used in EFL classroom at all and whatever the circumstances are .While a few of them think that it can be used for beginners for explaining vocabulary. 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One of the questionnaires was administered to EFL instructors who are Arabic speakers while the other was administered to EFL students. The interview was conducted on EFL instructors who are not Arabic speakers. The results of the study reveal that both instructors and students did not oppose the use of Arabic language in language classrooms they all thought that the mother tongue should be used in emergency situations. The results of the study also reveal that instructors and students have different perceptions on the degree of how often the mother tongue should be used in EFL classrooms. For example, the instructors think that the mother tongue should be sometimes used, while the students think that the mother tongue should be usually used. In contrast, The results show that majority of EFL instructors who are not Arabic speakers believe that Arabic should not be used in EFL classroom at all and whatever the circumstances are .While a few of them think that it can be used for beginners for explaining vocabulary. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="60058806"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/60058806/An_Investigation_of_Writing_Errors_of_Saudi_EFL_University_Students"><img alt="Research paper thumbnail of An Investigation of Writing Errors of Saudi EFL University Students" class="work-thumbnail" src="https://attachments.academia-assets.com/73669528/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/60058806/An_Investigation_of_Writing_Errors_of_Saudi_EFL_University_Students">An Investigation of Writing Errors of Saudi EFL University Students</a></div><div class="wp-workCard_item"><span>International Journal of Social Science and Humanities Research</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims at investigating the writing errors of Saudi EFL university students of College o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims at investigating the writing errors of Saudi EFL university students of College of Science & Arts, Tanumah at King Khalid University in the academic year 2014/2015 during the first semester. The study also aims at identifying and analyzing these errors, determining the causes of these errors, as well as investigating the factors that contribute to their occurrence and suggesting suitable solutions for the problem. For this purpose, research questions are posed and the answers to these questions are provided and discussed. The sample of this study includes 20 students who are chosen from the Level Four students besides the EFL teachers in the abovementioned college. The analytical descriptive approach is adopted to handle this study. The study focuses on grammatical, punctuation, lexical, spelling and discourse errors in the writing English production of these learners .Testing, questionnaire , structured interview and personal observation of the researcher are all used as tools for collecting data. The findings of the study reveal that the students commit errors in their writing performance due to some factors such as: mother tongue interference, besides insufficient activities and practice of basic techniques of writing in addition to the lack of follow-up to the students' writing performance and some other factors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="acc7b20f68c53f21e63305c8d13f205a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":73669528,"asset_id":60058806,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/73669528/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="60058806"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="60058806"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 60058806; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=60058806]").text(description); $(".js-view-count[data-work-id=60058806]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 60058806; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='60058806']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 60058806, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "acc7b20f68c53f21e63305c8d13f205a" } } $('.js-work-strip[data-work-id=60058806]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":60058806,"title":"An Investigation of Writing Errors of Saudi EFL University Students","translated_title":"","metadata":{"abstract":"This study aims at investigating the writing errors of Saudi EFL university students of College of Science \u0026 Arts, Tanumah at King Khalid University in the academic year 2014/2015 during the first semester. 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For this purpose, research questions are posed and the answers to these questions are provided and discussed. The sample of this study includes 20 students who are chosen from the Level Four students besides the EFL teachers in the abovementioned college. The analytical descriptive approach is adopted to handle this study. The study focuses on grammatical, punctuation, lexical, spelling and discourse errors in the writing English production of these learners .Testing, questionnaire , structured interview and personal observation of the researcher are all used as tools for collecting data. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="59268794"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/59268794/SUDANESE_EFL_UNIVERSITY_INSTRUCTORS_PERSPECTIVES_ABOUT_USING_TASK_BASED_LANGUAGE_TEACHING_IN_ENHANCING_EFL_LEARNERS_COMMUNICATIVE_COMPETENCE_A_CASE_STUDY_OF_UNIVERSITY_OF_WEST_KORDUFAN"><img alt="Research paper thumbnail of SUDANESE EFL UNIVERSITY INSTRUCTORS' PERSPECTIVES ABOUT USING TASK-BASED LANGUAGE TEACHING IN ENHANCING EFL LEARNERS' COMMUNICATIVE COMPETENCE: A CASE STUDY OF UNIVERSITY OF WEST KORDUFAN" class="work-thumbnail" src="https://attachments.academia-assets.com/73278660/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/59268794/SUDANESE_EFL_UNIVERSITY_INSTRUCTORS_PERSPECTIVES_ABOUT_USING_TASK_BASED_LANGUAGE_TEACHING_IN_ENHANCING_EFL_LEARNERS_COMMUNICATIVE_COMPETENCE_A_CASE_STUDY_OF_UNIVERSITY_OF_WEST_KORDUFAN">SUDANESE EFL UNIVERSITY INSTRUCTORS' PERSPECTIVES ABOUT USING TASK-BASED LANGUAGE TEACHING IN ENHANCING EFL LEARNERS' COMMUNICATIVE COMPETENCE: A CASE STUDY OF UNIVERSITY OF WEST KORDUFAN</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kku-sa.academia.edu/FawziYousufAhmed">Fawzi E L T A Y E B Yousuf Ahmed</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/sulimannour1">suliman nour</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MohamedAradeb">Mohamed Aradeb</a></span></div><div class="wp-workCard_item"><span>British Journal of English Linguistics</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT: The aim of this study is to investigate Sudanese EFL university instructors’ perspectiv...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT: The aim of this study is to investigate Sudanese EFL university instructors’ perspectives about using task-based language teaching in enhancing EFL learners’ communicative competence in the Faculty of Education, at West Kordufan University in Elnnihud City in Sudan during the second semester of the academic year 2020-2021. Fifteen EFL university instructors are randomly selected as a sample of this study. To collect data, the study depends on a structured interview. The results of the study reveal that majority of the interviewed instructors believe that task-based language teaching enhances Sudanese EFL university learners’ communicative competence to large extent because it enables students to work with their peers in pairs or groups and this enables them to feel more comfortable in using language more naturally than with their teachers. However, the participants do believe that they have experienced some difficulties in using task-based language teaching approach for example slow and low-proficient students do not get more opportunities to enhance better communicative competence because group working, discussions and presentations are dominated and overshadowed by proficient students. In addition to that, some students lack the sufficient lexical competence and the topical knowledge in English. The participants think that these difficulties have impact on the developing and enhancing of communicative competence of Sudanese EFL university learners to large extent. Finally, the study recommends that the learning tasks should address students’ language needs and interests and the students should be grouped according to their levels of proficiency besides that teachers must simplify the language required to undertake the task and make it easier for the students.<br />KEYWORDS: Sudanese, EFL instructors, perspectives, task-based language teaching, communicative competence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0ae999d52eedff03b7d65a2f3256bf6a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":73278660,"asset_id":59268794,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/73278660/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="59268794"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="59268794"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 59268794; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=59268794]").text(description); $(".js-view-count[data-work-id=59268794]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 59268794; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='59268794']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 59268794, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0ae999d52eedff03b7d65a2f3256bf6a" } } $('.js-work-strip[data-work-id=59268794]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":59268794,"title":"SUDANESE EFL UNIVERSITY INSTRUCTORS' PERSPECTIVES ABOUT USING TASK-BASED LANGUAGE TEACHING IN ENHANCING EFL LEARNERS' COMMUNICATIVE COMPETENCE: A CASE STUDY OF UNIVERSITY OF WEST KORDUFAN","translated_title":"","metadata":{"doi":"10.37745/bjel.2013","abstract":"ABSTRACT: The aim of this study is to investigate Sudanese EFL university instructors’ perspectives about using task-based language teaching in enhancing EFL learners’ communicative competence in the Faculty of Education, at West Kordufan University in Elnnihud City in Sudan during the second semester of the academic year 2020-2021. Fifteen EFL university instructors are randomly selected as a sample of this study. To collect data, the study depends on a structured interview. The results of the study reveal that majority of the interviewed instructors believe that task-based language teaching enhances Sudanese EFL university learners’ communicative competence to large extent because it enables students to work with their peers in pairs or groups and this enables them to feel more comfortable in using language more naturally than with their teachers. However, the participants do believe that they have experienced some difficulties in using task-based language teaching approach for example slow and low-proficient students do not get more opportunities to enhance better communicative competence because group working, discussions and presentations are dominated and overshadowed by proficient students. In addition to that, some students lack the sufficient lexical competence and the topical knowledge in English. The participants think that these difficulties have impact on the developing and enhancing of communicative competence of Sudanese EFL university learners to large extent. Finally, the study recommends that the learning tasks should address students’ language needs and interests and the students should be grouped according to their levels of proficiency besides that teachers must simplify the language required to undertake the task and make it easier for the students.\nKEYWORDS: Sudanese, EFL instructors, perspectives, task-based language teaching, communicative competence.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"British Journal of English Linguistics"},"translated_abstract":"ABSTRACT: The aim of this study is to investigate Sudanese EFL university instructors’ perspectives about using task-based language teaching in enhancing EFL learners’ communicative competence in the Faculty of Education, at West Kordufan University in Elnnihud City in Sudan during the second semester of the academic year 2020-2021. Fifteen EFL university instructors are randomly selected as a sample of this study. To collect data, the study depends on a structured interview. The results of the study reveal that majority of the interviewed instructors believe that task-based language teaching enhances Sudanese EFL university learners’ communicative competence to large extent because it enables students to work with their peers in pairs or groups and this enables them to feel more comfortable in using language more naturally than with their teachers. However, the participants do believe that they have experienced some difficulties in using task-based language teaching approach for example slow and low-proficient students do not get more opportunities to enhance better communicative competence because group working, discussions and presentations are dominated and overshadowed by proficient students. In addition to that, some students lack the sufficient lexical competence and the topical knowledge in English. 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data-section-id="12643764" id="papers"><div class="js-work-strip profile--work_container" data-work-id="123861154"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123861154/Sudanese_Students_Perceptions_of_Code_Switching_in_English_Language_Classes"><img alt="Research paper thumbnail of Sudanese Students' Perceptions of Code Switching in English Language Classes" class="work-thumbnail" src="https://attachments.academia-assets.com/118197056/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123861154/Sudanese_Students_Perceptions_of_Code_Switching_in_English_Language_Classes">Sudanese Students' Perceptions of Code Switching in English Language Classes</a></div><div class="wp-workCard_item"><span>Journal of Language Teaching and Research</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to learn how Sudanese students perceive their teachers' use of their mother tongu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to learn how Sudanese students perceive their teachers' use of their mother tongues in English language classes and whether this usage aids or hinders student comprehension. The researchers used a descriptive and analytical approach. Sixty students completed one questionnaire, the primary tool for gathering pertinent data from the study. The researcher used the SPSS program to analyze and validate the assumptions. The findings of this research are as follows. First, the students had favorable opinions regarding the use of code-switching. Second, many instructors incorporated Arabic into their English classes. Considering these findings, the researcher suggests that code-switching is used more frequently to help students become fluent in bilingual and multilingual settings. Teachers can benefit from using code-switching to teach English because students have favorable attitudes toward its use in English language classes. Finally, the study offers several suggestions and ideas for additional research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fd8dde0ed0db5e1c7d109599dda13154" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118197056,"asset_id":123861154,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118197056/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&st=MTczMjQyODE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123861154"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123861154"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123861154; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=123861154]").text(description); $(".js-view-count[data-work-id=123861154]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 123861154; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='123861154']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 123861154, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fd8dde0ed0db5e1c7d109599dda13154" } } $('.js-work-strip[data-work-id=123861154]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":123861154,"title":"Sudanese Students' Perceptions of Code Switching in English Language Classes","translated_title":"","metadata":{"doi":"10.17507/jltr.1505.17","abstract":"This study aims to learn how Sudanese students perceive their teachers' use of their mother tongues in English language classes and whether this usage aids or hinders student comprehension. The researchers used a descriptive and analytical approach. Sixty students completed one questionnaire, the primary tool for gathering pertinent data from the study. The researcher used the SPSS program to analyze and validate the assumptions. The findings of this research are as follows. First, the students had favorable opinions regarding the use of code-switching. Second, many instructors incorporated Arabic into their English classes. Considering these findings, the researcher suggests that code-switching is used more frequently to help students become fluent in bilingual and multilingual settings. Teachers can benefit from using code-switching to teach English because students have favorable attitudes toward its use in English language classes. 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","url":"https://www.academia.edu/Documents/in/Journal_for_Research_Scholars_and_Professionals_of_English_Language_Teaching"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114441602"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114441602/Analysis_of_Word_Choice_Errors_in_Saudi_EFL_Students_Spoken_Language"><img alt="Research paper thumbnail of Analysis of Word Choice Errors in Saudi EFL Students Spoken Language" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114441602/Analysis_of_Word_Choice_Errors_in_Saudi_EFL_Students_Spoken_Language">Analysis of Word Choice Errors in Saudi EFL Students Spoken Language</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kku-sa.academia.edu/FawziYousufAhmed">Fawzi E L T A Y E B Yousuf Ahmed</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://kku-sa.academia.edu/ElsadigHussein">Elsadig Hussein</a></span></div><div class="wp-workCard_item"><span>Theory and Practice in Language Studies</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract: The purpose of this research paper is to identify and analyze word choice errors commit...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract: The purpose of this research paper is to identify and analyze word choice errors committed in spoken English by Saudi EFL students at King Khalid University. It also seeks to identify the origins of the errors and to suggest relevant solutions to assist learners in developing lexical competence and reducing the occurrence of these errors. The research focuses on five different forms of word choice errors. These errors consist of errors of redundancy, literal translation, subject /verb agreement, collocation, and inappropriate usage of formal and informal words. To gather data, the study is based on conducting structured interviews with three EFL-speaking teachers. It also employs a speaking test as a data collection technique from fifteen EFL learners chosen at random, who are required to speak one by one in front of the class for 3-6 minutes. Their oral performance is recorded by mobile phones.  According to data analysis, the most common error category is literal translation (33.97%), which is followed by collocation errors (24.88%) as well as subject/verb agreement (18.66%). Furthermore, there are redundancy errors with a percentage of (12.44%). The last type of error committed is inappropriate use of formal and informal language, which has a percentage of (10.04%). The study attributes these errors to a variety of causes, including the Arabic language's impact as well as ineffective teaching techniques and learning strategies. The study offers several recommendations and pedagogical implications to help EFL learners overcome and minimize word choice errors.<br /><br />Keywords: EFL students, errors, Saudi, spoken language, word choice</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="768df892ca551e200b9eeae66e2f19c1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111139049,"asset_id":114441602,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111139049/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&st=MTczMjQyODE0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114441602"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114441602"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114441602; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114441602]").text(description); $(".js-view-count[data-work-id=114441602]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114441602; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114441602']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 114441602, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "768df892ca551e200b9eeae66e2f19c1" } } $('.js-work-strip[data-work-id=114441602]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114441602,"title":"Analysis of Word Choice Errors in Saudi EFL Students Spoken Language","translated_title":"","metadata":{"doi":"10.17507/tpls.1402.22","issue":"2","volume":"14","abstract":"Abstract: The purpose of this research paper is to identify and analyze word choice errors committed in spoken English by Saudi EFL students at King Khalid University. It also seeks to identify the origins of the errors and to suggest relevant solutions to assist learners in developing lexical competence and reducing the occurrence of these errors. The research focuses on five different forms of word choice errors. These errors consist of errors of redundancy, literal translation, subject /verb agreement, collocation, and inappropriate usage of formal and informal words. To gather data, the study is based on conducting structured interviews with three EFL-speaking teachers. It also employs a speaking test as a data collection technique from fifteen EFL learners chosen at random, who are required to speak one by one in front of the class for 3-6 minutes. Their oral performance is recorded by mobile phones. According to data analysis, the most common error category is literal translation (33.97%), which is followed by collocation errors (24.88%) as well as subject/verb agreement (18.66%). Furthermore, there are redundancy errors with a percentage of (12.44%). The last type of error committed is inappropriate use of formal and informal language, which has a percentage of (10.04%). The study attributes these errors to a variety of causes, including the Arabic language's impact as well as ineffective teaching techniques and learning strategies. The study offers several recommendations and pedagogical implications to help EFL learners overcome and minimize word choice errors.\n\nKeywords: EFL students, errors, Saudi, spoken language, word choice\n","page_numbers":"500-505","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"Theory and Practice in Language Studies"},"translated_abstract":"Abstract: The purpose of this research paper is to identify and analyze word choice errors committed in spoken English by Saudi EFL students at King Khalid University. It also seeks to identify the origins of the errors and to suggest relevant solutions to assist learners in developing lexical competence and reducing the occurrence of these errors. The research focuses on five different forms of word choice errors. These errors consist of errors of redundancy, literal translation, subject /verb agreement, collocation, and inappropriate usage of formal and informal words. To gather data, the study is based on conducting structured interviews with three EFL-speaking teachers. It also employs a speaking test as a data collection technique from fifteen EFL learners chosen at random, who are required to speak one by one in front of the class for 3-6 minutes. Their oral performance is recorded by mobile phones. According to data analysis, the most common error category is literal translation (33.97%), which is followed by collocation errors (24.88%) as well as subject/verb agreement (18.66%). Furthermore, there are redundancy errors with a percentage of (12.44%). The last type of error committed is inappropriate use of formal and informal language, which has a percentage of (10.04%). The study attributes these errors to a variety of causes, including the Arabic language's impact as well as ineffective teaching techniques and learning strategies. The study offers several recommendations and pedagogical implications to help EFL learners overcome and minimize word choice errors.\n\nKeywords: EFL students, errors, Saudi, spoken language, word choice\n","internal_url":"https://www.academia.edu/114441602/Analysis_of_Word_Choice_Errors_in_Saudi_EFL_Students_Spoken_Language","translated_internal_url":"","created_at":"2024-02-03T22:27:46.785-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":7554459,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":41033961,"work_id":114441602,"tagging_user_id":7554459,"tagged_user_id":27419863,"co_author_invite_id":null,"email":"a***n@yahoo.com","affiliation":"King Khalid University","display_order":1,"name":"Elsadig Hussein","title":"Analysis of Word Choice Errors in Saudi EFL Students Spoken Language"},{"id":41033962,"work_id":114441602,"tagging_user_id":7554459,"tagged_user_id":111813314,"co_author_invite_id":null,"email":"z***0@gmail.com","display_order":2,"name":"zahir ahmed","title":"Analysis of Word Choice Errors in Saudi EFL Students Spoken Language"},{"id":41033963,"work_id":114441602,"tagging_user_id":7554459,"tagged_user_id":74242045,"co_author_invite_id":null,"email":"s***6@gmail.com","display_order":3,"name":"Sarrah Hamad","title":"Analysis of Word Choice Errors in Saudi EFL Students Spoken Language"}],"downloadable_attachments":[{"id":111139049,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://a.academia-assets.com/images/blank-paper.jpg","file_name":"Analysis_of_Word_Choice_Errors_in_Saudi_EFL_Students_Spoken_Language.pdf","download_url":"https://www.academia.edu/attachments/111139049/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&st=MTczMjQyODE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Analysis_of_Word_Choice_Errors_in_Saudi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/111139049/Analysis_of_Word_Choice_Errors_in_Saudi_EFL_Students_Spoken_Language.pdf?1707028061=\u0026response-content-disposition=attachment%3B+filename%3DAnalysis_of_Word_Choice_Errors_in_Saudi.pdf\u0026Expires=1732431740\u0026Signature=cYWCwDulR~FgtXqVxU~ypu8Wk2dTAJNPej10Sq-am4ql0HLMMt1Yw6Pej7WgA4IfqaEgehsBYXk7o84BeXaTgqy7aDwlHTkx5c5TfUkHkq2~Xaq1kZEkmaFQIsGLCtwfLUHUhRguWW-f4OG8SCzJGlR~iyaYJtNFq-1SeS7uQk9C1IxMnBavY5KCud-RpNznXm40UEkxYNtBUyKDde6566Hlm1~hTK-nr0pEdU9JeK1iMrZ28BOGWi2t5lNnFwD6ASxJGt3-G1w1Nqfb4khDZybLjuXJ0kbTZADuAapwDBuIrCtAKkSoPztGakzJ9sg41caWDRavWZig32QLqF7MSg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Analysis_of_Word_Choice_Errors_in_Saudi_EFL_Students_Spoken_Language","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":7554459,"first_name":"Fawzi","middle_initials":"E L T A Y E B","last_name":"Yousuf Ahmed","page_name":"FawziYousufAhmed","domain_name":"kku-sa","created_at":"2013-12-12T20:08:59.126-08:00","display_name":"Fawzi E L T A Y E B Yousuf Ahmed","url":"https://kku-sa.academia.edu/FawziYousufAhmed"},"attachments":[{"id":111139049,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://a.academia-assets.com/images/blank-paper.jpg","file_name":"Analysis_of_Word_Choice_Errors_in_Saudi_EFL_Students_Spoken_Language.pdf","download_url":"https://www.academia.edu/attachments/111139049/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&st=MTczMjQyODE0MCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Analysis_of_Word_Choice_Errors_in_Saudi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/111139049/Analysis_of_Word_Choice_Errors_in_Saudi_EFL_Students_Spoken_Language.pdf?1707028061=\u0026response-content-disposition=attachment%3B+filename%3DAnalysis_of_Word_Choice_Errors_in_Saudi.pdf\u0026Expires=1732431740\u0026Signature=cYWCwDulR~FgtXqVxU~ypu8Wk2dTAJNPej10Sq-am4ql0HLMMt1Yw6Pej7WgA4IfqaEgehsBYXk7o84BeXaTgqy7aDwlHTkx5c5TfUkHkq2~Xaq1kZEkmaFQIsGLCtwfLUHUhRguWW-f4OG8SCzJGlR~iyaYJtNFq-1SeS7uQk9C1IxMnBavY5KCud-RpNznXm40UEkxYNtBUyKDde6566Hlm1~hTK-nr0pEdU9JeK1iMrZ28BOGWi2t5lNnFwD6ASxJGt3-G1w1Nqfb4khDZybLjuXJ0kbTZADuAapwDBuIrCtAKkSoPztGakzJ9sg41caWDRavWZig32QLqF7MSg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99321388"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/99321388/Saudi_EFL_University_Learners_Perspectives_on_Using_Task_Based_Language_Teaching_in_Promoting_Opinion_Essay_Writing"><img alt="Research paper thumbnail of Saudi EFL University Learners’ Perspectives on Using Task-Based Language Teaching in Promoting Opinion Essay Writing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/99321388/Saudi_EFL_University_Learners_Perspectives_on_Using_Task_Based_Language_Teaching_in_Promoting_Opinion_Essay_Writing">Saudi EFL University Learners’ Perspectives on Using Task-Based Language Teaching in Promoting Opinion Essay Writing</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kku-sa.academia.edu/FawziYousufAhmed">Fawzi E L T A Y E B Yousuf Ahmed</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://kku-sa.academia.edu/DrMusadhiqueKottaparamban">Dr. Musadhique Kottaparamban</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://kku-sa.academia.edu/ElsadigHussein">Elsadig Hussein</a></span></div><div class="wp-workCard_item"><span>Research Journal in Advanced Humanities</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The fundamental aim of this study is to investigate Saudi EFL university learners’ perspectives o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The fundamental aim of this study is to investigate Saudi EFL university learners’ perspectives on using the task-based language teaching (TBLT) approach to improve opinion essay writing in the College of Science and Arts in Tanumah, King Khalid University. The study was conducted during the second semester of the academic year 2021-2022. To collect data, the study uses a questionnaire and tests as primary tools. The population of the study covers all third-level EFL university students in the aforementioned college. Thirty students are randomly chosen and then they are divided into the control group (CG) and the experimental group (EG), each of which consists of 15 students. The participants in the CG learned how to write an opinion essay by employing traditional teaching methods based on the structure of the textbook. In contrast, the participants in the EG learned how to write an opinion essay by implementing the task-based language teaching approach, which is based on the TBLT framed by Wills (1996). The post-test analysis reveals that the implementation of TBLT has significantly improved the opinion essay writing of Saudi EFL university learners. In addition, the analysis of questionnaires of the experimental group shows that most Saudi EFL university learners hold positive perspectives towards implementing TBLT to improve their opinion essay writing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99321388"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99321388"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99321388; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99321388]").text(description); $(".js-view-count[data-work-id=99321388]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99321388; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99321388']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 99321388, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=99321388]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99321388,"title":"Saudi EFL University Learners’ Perspectives on Using Task-Based Language Teaching in Promoting Opinion Essay Writing","translated_title":"","metadata":{"doi":"10.58256/rjah.v4i2.1082","abstract":"The fundamental aim of this study is to investigate Saudi EFL university learners’ perspectives on using the task-based language teaching (TBLT) approach to improve opinion essay writing in the College of Science and Arts in Tanumah, King Khalid University. The study was conducted during the second semester of the academic year 2021-2022. To collect data, the study uses a questionnaire and tests as primary tools. The population of the study covers all third-level EFL university students in the aforementioned college. Thirty students are randomly chosen and then they are divided into the control group (CG) and the experimental group (EG), each of which consists of 15 students. The participants in the CG learned how to write an opinion essay by employing traditional teaching methods based on the structure of the textbook. In contrast, the participants in the EG learned how to write an opinion essay by implementing the task-based language teaching approach, which is based on the TBLT framed by Wills (1996). The post-test analysis reveals that the implementation of TBLT has significantly improved the opinion essay writing of Saudi EFL university learners. In addition, the analysis of questionnaires of the experimental group shows that most Saudi EFL university learners hold positive perspectives towards implementing TBLT to improve their opinion essay writing.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Research Journal in Advanced Humanities"},"translated_abstract":"The fundamental aim of this study is to investigate Saudi EFL university learners’ perspectives on using the task-based language teaching (TBLT) approach to improve opinion essay writing in the College of Science and Arts in Tanumah, King Khalid University. The study was conducted during the second semester of the academic year 2021-2022. To collect data, the study uses a questionnaire and tests as primary tools. The population of the study covers all third-level EFL university students in the aforementioned college. Thirty students are randomly chosen and then they are divided into the control group (CG) and the experimental group (EG), each of which consists of 15 students. The participants in the CG learned how to write an opinion essay by employing traditional teaching methods based on the structure of the textbook. In contrast, the participants in the EG learned how to write an opinion essay by implementing the task-based language teaching approach, which is based on the TBLT framed by Wills (1996). The post-test analysis reveals that the implementation of TBLT has significantly improved the opinion essay writing of Saudi EFL university learners. In addition, the analysis of questionnaires of the experimental group shows that most Saudi EFL university learners hold positive perspectives towards implementing TBLT to improve their opinion essay writing.","internal_url":"https://www.academia.edu/99321388/Saudi_EFL_University_Learners_Perspectives_on_Using_Task_Based_Language_Teaching_in_Promoting_Opinion_Essay_Writing","translated_internal_url":"","created_at":"2023-03-30T04:05:25.942-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":7554459,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":39686741,"work_id":99321388,"tagging_user_id":7554459,"tagged_user_id":97058485,"co_author_invite_id":null,"email":"m***s@gmail.com","affiliation":"King Khalid University","display_order":0,"name":"Dr. Musadhique Kottaparamban","title":"Saudi EFL University Learners’ Perspectives on Using Task-Based Language Teaching in Promoting Opinion Essay Writing"},{"id":39686742,"work_id":99321388,"tagging_user_id":7554459,"tagged_user_id":27419863,"co_author_invite_id":null,"email":"a***n@yahoo.com","affiliation":"King Khalid University","display_order":4194304,"name":"Elsadig Hussein","title":"Saudi EFL University Learners’ Perspectives on Using Task-Based Language Teaching in Promoting Opinion Essay Writing"}],"downloadable_attachments":[],"slug":"Saudi_EFL_University_Learners_Perspectives_on_Using_Task_Based_Language_Teaching_in_Promoting_Opinion_Essay_Writing","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":7554459,"first_name":"Fawzi","middle_initials":"E L T A Y E B","last_name":"Yousuf Ahmed","page_name":"FawziYousufAhmed","domain_name":"kku-sa","created_at":"2013-12-12T20:08:59.126-08:00","display_name":"Fawzi E L T A Y E B Yousuf Ahmed","url":"https://kku-sa.academia.edu/FawziYousufAhmed"},"attachments":[],"research_interests":[{"id":263518,"name":"Applied Linguistics and ELT","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_and_ELT-1"}],"urls":[{"id":30181365,"url":"https://royalliteglobal.com/advanced-humanities/article/view/1082"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="60059914"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/60059914/EFL_University_Instructors_and_Students_Perspectives_About_Using_Arabic_in_EFL_Courses_A_Case_Study_of_College_of_Science_and_Arts_Tanumah_King_Khalid_University"><img alt="Research paper thumbnail of EFL University Instructors' and Students' Perspectives About Using Arabic in EFL Courses (A Case Study of College of Science & Arts, Tanumah, King Khalid University" class="work-thumbnail" src="https://attachments.academia-assets.com/73670072/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/60059914/EFL_University_Instructors_and_Students_Perspectives_About_Using_Arabic_in_EFL_Courses_A_Case_Study_of_College_of_Science_and_Arts_Tanumah_King_Khalid_University">EFL University Instructors' and Students' Perspectives About Using Arabic in EFL Courses (A Case Study of College of Science & Arts, Tanumah, King Khalid University</a></div><div class="wp-workCard_item"><span>International Journal of Social Science and Humanities Research</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The main purpose of this study is to investigate EFL University instructors' and students' perspe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The main purpose of this study is to investigate EFL University instructors' and students' perspectives about using Arabic language in university EFL courses in the College of Science Arts, Tanumah, at King Khalid University during the First Semester of the academic year 2015.2016. Fifteen EFL instructors and fifty EFL students participated in this study. The data were collected by employing two questionnaires and a structured interview. One of the questionnaires was administered to EFL instructors who are Arabic speakers while the other was administered to EFL students. The interview was conducted on EFL instructors who are not Arabic speakers. The results of the study reveal that both instructors and students did not oppose the use of Arabic language in language classrooms they all thought that the mother tongue should be used in emergency situations. The results of the study also reveal that instructors and students have different perceptions on the degree of how often the mother tongue should be used in EFL classrooms. For example, the instructors think that the mother tongue should be sometimes used, while the students think that the mother tongue should be usually used. In contrast, The results show that majority of EFL instructors who are not Arabic speakers believe that Arabic should not be used in EFL classroom at all and whatever the circumstances are .While a few of them think that it can be used for beginners for explaining vocabulary. Finally, the study recommends that a balanced and judicious use of Arabic in EFL classroom can be useful in the language learning process and may even be essential to increase learners' comprehension and that the use of Arabic can be effective in the right situations at the right time.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="51b5c9c0045b0f0f42b662f3000d8dce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":73670072,"asset_id":60059914,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/73670072/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="60059914"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="60059914"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 60059914; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=60059914]").text(description); $(".js-view-count[data-work-id=60059914]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 60059914; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='60059914']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 60059914, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "51b5c9c0045b0f0f42b662f3000d8dce" } } $('.js-work-strip[data-work-id=60059914]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":60059914,"title":"EFL University Instructors' and Students' Perspectives About Using Arabic in EFL Courses (A Case Study of College of Science \u0026 Arts, Tanumah, King Khalid University","translated_title":"","metadata":{"abstract":"The main purpose of this study is to investigate EFL University instructors' and students' perspectives about using Arabic language in university EFL courses in the College of Science Arts, Tanumah, at King Khalid University during the First Semester of the academic year 2015.2016. Fifteen EFL instructors and fifty EFL students participated in this study. The data were collected by employing two questionnaires and a structured interview. One of the questionnaires was administered to EFL instructors who are Arabic speakers while the other was administered to EFL students. The interview was conducted on EFL instructors who are not Arabic speakers. The results of the study reveal that both instructors and students did not oppose the use of Arabic language in language classrooms they all thought that the mother tongue should be used in emergency situations. The results of the study also reveal that instructors and students have different perceptions on the degree of how often the mother tongue should be used in EFL classrooms. For example, the instructors think that the mother tongue should be sometimes used, while the students think that the mother tongue should be usually used. In contrast, The results show that majority of EFL instructors who are not Arabic speakers believe that Arabic should not be used in EFL classroom at all and whatever the circumstances are .While a few of them think that it can be used for beginners for explaining vocabulary. Finally, the study recommends that a balanced and judicious use of Arabic in EFL classroom can be useful in the language learning process and may even be essential to increase learners' comprehension and that the use of Arabic can be effective in the right situations at the right time.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"International Journal of Social Science and Humanities Research"},"translated_abstract":"The main purpose of this study is to investigate EFL University instructors' and students' perspectives about using Arabic language in university EFL courses in the College of Science Arts, Tanumah, at King Khalid University during the First Semester of the academic year 2015.2016. Fifteen EFL instructors and fifty EFL students participated in this study. The data were collected by employing two questionnaires and a structured interview. One of the questionnaires was administered to EFL instructors who are Arabic speakers while the other was administered to EFL students. The interview was conducted on EFL instructors who are not Arabic speakers. The results of the study reveal that both instructors and students did not oppose the use of Arabic language in language classrooms they all thought that the mother tongue should be used in emergency situations. The results of the study also reveal that instructors and students have different perceptions on the degree of how often the mother tongue should be used in EFL classrooms. For example, the instructors think that the mother tongue should be sometimes used, while the students think that the mother tongue should be usually used. In contrast, The results show that majority of EFL instructors who are not Arabic speakers believe that Arabic should not be used in EFL classroom at all and whatever the circumstances are .While a few of them think that it can be used for beginners for explaining vocabulary. Finally, the study recommends that a balanced and judicious use of Arabic in EFL classroom can be useful in the language learning process and may even be essential to increase learners' comprehension and that the use of Arabic can be effective in the right situations at the right time.","internal_url":"https://www.academia.edu/60059914/EFL_University_Instructors_and_Students_Perspectives_About_Using_Arabic_in_EFL_Courses_A_Case_Study_of_College_of_Science_and_Arts_Tanumah_King_Khalid_University","translated_internal_url":"","created_at":"2021-10-26T08:29:06.296-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":7554459,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":73670072,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/73670072/thumbnails/1.jpg","file_name":"EFL_University_Instructors_and_Students_Perspectives_About_Using_Arabic_in_EFL_Courses_.pdf","download_url":"https://www.academia.edu/attachments/73670072/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"EFL_University_Instructors_and_Students.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/73670072/EFL_University_Instructors_and_Students_Perspectives_About_Using_Arabic_in_EFL_Courses_-libre.pdf?1635264122=\u0026response-content-disposition=attachment%3B+filename%3DEFL_University_Instructors_and_Students.pdf\u0026Expires=1732431741\u0026Signature=EXEs00miVxw54KmV~X8oD0WbuSm4xUKYwCjT7rEOQb6VHYJI13Xx8QB77AmyJcV6OdtpIoZGRNSVfdvdIIhstf-hhn8v~sjrpg~z-wimXPOCfbrjcL8vqeH1Rp0N1-d1m-jyYGHqkodLOaCDCHDwqgSQrUi5PNvl5vnLwBU0lb~dMiwpRsSOdMAB1dJPQbSBAd5-JvyUmTvyFBiQhxpIvxDDPRljEIbiLEWLWi9HZV21zlOqp0fl1lyx3HX6UW70uLOiYeVYXmklInMvZWHFNpEIqkLqEqmmmaFgJgv-2UEt37PAtQK19wmBA2xSCcme1~STpZZ7NMgaSibozxBLDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"EFL_University_Instructors_and_Students_Perspectives_About_Using_Arabic_in_EFL_Courses_A_Case_Study_of_College_of_Science_and_Arts_Tanumah_King_Khalid_University","translated_slug":"","page_count":20,"language":"en","content_type":"Work","owner":{"id":7554459,"first_name":"Fawzi","middle_initials":"E L T A Y E B","last_name":"Yousuf Ahmed","page_name":"FawziYousufAhmed","domain_name":"kku-sa","created_at":"2013-12-12T20:08:59.126-08:00","display_name":"Fawzi E L T A Y E B Yousuf Ahmed","url":"https://kku-sa.academia.edu/FawziYousufAhmed"},"attachments":[{"id":73670072,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/73670072/thumbnails/1.jpg","file_name":"EFL_University_Instructors_and_Students_Perspectives_About_Using_Arabic_in_EFL_Courses_.pdf","download_url":"https://www.academia.edu/attachments/73670072/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"EFL_University_Instructors_and_Students.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/73670072/EFL_University_Instructors_and_Students_Perspectives_About_Using_Arabic_in_EFL_Courses_-libre.pdf?1635264122=\u0026response-content-disposition=attachment%3B+filename%3DEFL_University_Instructors_and_Students.pdf\u0026Expires=1732431741\u0026Signature=EXEs00miVxw54KmV~X8oD0WbuSm4xUKYwCjT7rEOQb6VHYJI13Xx8QB77AmyJcV6OdtpIoZGRNSVfdvdIIhstf-hhn8v~sjrpg~z-wimXPOCfbrjcL8vqeH1Rp0N1-d1m-jyYGHqkodLOaCDCHDwqgSQrUi5PNvl5vnLwBU0lb~dMiwpRsSOdMAB1dJPQbSBAd5-JvyUmTvyFBiQhxpIvxDDPRljEIbiLEWLWi9HZV21zlOqp0fl1lyx3HX6UW70uLOiYeVYXmklInMvZWHFNpEIqkLqEqmmmaFgJgv-2UEt37PAtQK19wmBA2xSCcme1~STpZZ7NMgaSibozxBLDQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="60058806"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/60058806/An_Investigation_of_Writing_Errors_of_Saudi_EFL_University_Students"><img alt="Research paper thumbnail of An Investigation of Writing Errors of Saudi EFL University Students" class="work-thumbnail" src="https://attachments.academia-assets.com/73669528/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/60058806/An_Investigation_of_Writing_Errors_of_Saudi_EFL_University_Students">An Investigation of Writing Errors of Saudi EFL University Students</a></div><div class="wp-workCard_item"><span>International Journal of Social Science and Humanities Research</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims at investigating the writing errors of Saudi EFL university students of College o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims at investigating the writing errors of Saudi EFL university students of College of Science & Arts, Tanumah at King Khalid University in the academic year 2014/2015 during the first semester. The study also aims at identifying and analyzing these errors, determining the causes of these errors, as well as investigating the factors that contribute to their occurrence and suggesting suitable solutions for the problem. For this purpose, research questions are posed and the answers to these questions are provided and discussed. The sample of this study includes 20 students who are chosen from the Level Four students besides the EFL teachers in the abovementioned college. The analytical descriptive approach is adopted to handle this study. The study focuses on grammatical, punctuation, lexical, spelling and discourse errors in the writing English production of these learners .Testing, questionnaire , structured interview and personal observation of the researcher are all used as tools for collecting data. The findings of the study reveal that the students commit errors in their writing performance due to some factors such as: mother tongue interference, besides insufficient activities and practice of basic techniques of writing in addition to the lack of follow-up to the students' writing performance and some other factors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="acc7b20f68c53f21e63305c8d13f205a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":73669528,"asset_id":60058806,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/73669528/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="60058806"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="60058806"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 60058806; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=60058806]").text(description); $(".js-view-count[data-work-id=60058806]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 60058806; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='60058806']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 60058806, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "acc7b20f68c53f21e63305c8d13f205a" } } $('.js-work-strip[data-work-id=60058806]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":60058806,"title":"An Investigation of Writing Errors of Saudi EFL University Students","translated_title":"","metadata":{"abstract":"This study aims at investigating the writing errors of Saudi EFL university students of College of Science \u0026 Arts, Tanumah at King Khalid University in the academic year 2014/2015 during the first semester. The study also aims at identifying and analyzing these errors, determining the causes of these errors, as well as investigating the factors that contribute to their occurrence and suggesting suitable solutions for the problem. For this purpose, research questions are posed and the answers to these questions are provided and discussed. The sample of this study includes 20 students who are chosen from the Level Four students besides the EFL teachers in the abovementioned college. The analytical descriptive approach is adopted to handle this study. The study focuses on grammatical, punctuation, lexical, spelling and discourse errors in the writing English production of these learners .Testing, questionnaire , structured interview and personal observation of the researcher are all used as tools for collecting data. The findings of the study reveal that the students commit errors in their writing performance due to some factors such as: mother tongue interference, besides insufficient activities and practice of basic techniques of writing in addition to the lack of follow-up to the students' writing performance and some other factors.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"International Journal of Social Science and Humanities Research"},"translated_abstract":"This study aims at investigating the writing errors of Saudi EFL university students of College of Science \u0026 Arts, Tanumah at King Khalid University in the academic year 2014/2015 during the first semester. The study also aims at identifying and analyzing these errors, determining the causes of these errors, as well as investigating the factors that contribute to their occurrence and suggesting suitable solutions for the problem. For this purpose, research questions are posed and the answers to these questions are provided and discussed. The sample of this study includes 20 students who are chosen from the Level Four students besides the EFL teachers in the abovementioned college. The analytical descriptive approach is adopted to handle this study. The study focuses on grammatical, punctuation, lexical, spelling and discourse errors in the writing English production of these learners .Testing, questionnaire , structured interview and personal observation of the researcher are all used as tools for collecting data. The findings of the study reveal that the students commit errors in their writing performance due to some factors such as: mother tongue interference, besides insufficient activities and practice of basic techniques of writing in addition to the lack of follow-up to the students' writing performance and some other factors.","internal_url":"https://www.academia.edu/60058806/An_Investigation_of_Writing_Errors_of_Saudi_EFL_University_Students","translated_internal_url":"","created_at":"2021-10-26T08:22:25.774-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":7554459,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":73669528,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/73669528/thumbnails/1.jpg","file_name":"An_Investigation_of_Writing_Errors_of_Saudi_EFL_University_Students.pdf","download_url":"https://www.academia.edu/attachments/73669528/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"An_Investigation_of_Writing_Errors_of_Sa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/73669528/An_Investigation_of_Writing_Errors_of_Saudi_EFL_University_Students-libre.pdf?1635264176=\u0026response-content-disposition=attachment%3B+filename%3DAn_Investigation_of_Writing_Errors_of_Sa.pdf\u0026Expires=1732431741\u0026Signature=CIGAp9MDaoaDUFT4wM8wHoBflyZkStiDZLt25hG0~OVnxypMOxfijxRzoz~scLw7VoCI9fHVIkkklC8ZlXjCQeEh4LQ-uU288N4OYgrVCp~M8c8uqLhDztRiFeOLtpPPtOc0tA6QSvMhANvLMIxwG6x1wbfdkSGWIrSPlEQM2Qhp85I97Xpwa1JRrkbX8LUpATK5RFqjBObR~odG2bOYqX-ERUGW-qDHuLjz77oTAMPIMBurWkK4UbNJGv1kwbMbpE8c6naBm7hbZz1vHsWpamX~-89v68nPzOEaPDTyaPhrsEpF3D6cjhsBuLic5a-R0peKIvaV4-iABHD6piEatQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"An_Investigation_of_Writing_Errors_of_Saudi_EFL_University_Students","translated_slug":"","page_count":23,"language":"en","content_type":"Work","owner":{"id":7554459,"first_name":"Fawzi","middle_initials":"E L T A Y E B","last_name":"Yousuf Ahmed","page_name":"FawziYousufAhmed","domain_name":"kku-sa","created_at":"2013-12-12T20:08:59.126-08:00","display_name":"Fawzi E L T A Y E B Yousuf Ahmed","url":"https://kku-sa.academia.edu/FawziYousufAhmed"},"attachments":[{"id":73669528,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/73669528/thumbnails/1.jpg","file_name":"An_Investigation_of_Writing_Errors_of_Saudi_EFL_University_Students.pdf","download_url":"https://www.academia.edu/attachments/73669528/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"An_Investigation_of_Writing_Errors_of_Sa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/73669528/An_Investigation_of_Writing_Errors_of_Saudi_EFL_University_Students-libre.pdf?1635264176=\u0026response-content-disposition=attachment%3B+filename%3DAn_Investigation_of_Writing_Errors_of_Sa.pdf\u0026Expires=1732431741\u0026Signature=CIGAp9MDaoaDUFT4wM8wHoBflyZkStiDZLt25hG0~OVnxypMOxfijxRzoz~scLw7VoCI9fHVIkkklC8ZlXjCQeEh4LQ-uU288N4OYgrVCp~M8c8uqLhDztRiFeOLtpPPtOc0tA6QSvMhANvLMIxwG6x1wbfdkSGWIrSPlEQM2Qhp85I97Xpwa1JRrkbX8LUpATK5RFqjBObR~odG2bOYqX-ERUGW-qDHuLjz77oTAMPIMBurWkK4UbNJGv1kwbMbpE8c6naBm7hbZz1vHsWpamX~-89v68nPzOEaPDTyaPhrsEpF3D6cjhsBuLic5a-R0peKIvaV4-iABHD6piEatQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="59268794"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/59268794/SUDANESE_EFL_UNIVERSITY_INSTRUCTORS_PERSPECTIVES_ABOUT_USING_TASK_BASED_LANGUAGE_TEACHING_IN_ENHANCING_EFL_LEARNERS_COMMUNICATIVE_COMPETENCE_A_CASE_STUDY_OF_UNIVERSITY_OF_WEST_KORDUFAN"><img alt="Research paper thumbnail of SUDANESE EFL UNIVERSITY INSTRUCTORS' PERSPECTIVES ABOUT USING TASK-BASED LANGUAGE TEACHING IN ENHANCING EFL LEARNERS' COMMUNICATIVE COMPETENCE: A CASE STUDY OF UNIVERSITY OF WEST KORDUFAN" class="work-thumbnail" src="https://attachments.academia-assets.com/73278660/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/59268794/SUDANESE_EFL_UNIVERSITY_INSTRUCTORS_PERSPECTIVES_ABOUT_USING_TASK_BASED_LANGUAGE_TEACHING_IN_ENHANCING_EFL_LEARNERS_COMMUNICATIVE_COMPETENCE_A_CASE_STUDY_OF_UNIVERSITY_OF_WEST_KORDUFAN">SUDANESE EFL UNIVERSITY INSTRUCTORS' PERSPECTIVES ABOUT USING TASK-BASED LANGUAGE TEACHING IN ENHANCING EFL LEARNERS' COMMUNICATIVE COMPETENCE: A CASE STUDY OF UNIVERSITY OF WEST KORDUFAN</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kku-sa.academia.edu/FawziYousufAhmed">Fawzi E L T A Y E B Yousuf Ahmed</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/sulimannour1">suliman nour</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MohamedAradeb">Mohamed Aradeb</a></span></div><div class="wp-workCard_item"><span>British Journal of English Linguistics</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT: The aim of this study is to investigate Sudanese EFL university instructors’ perspectiv...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT: The aim of this study is to investigate Sudanese EFL university instructors’ perspectives about using task-based language teaching in enhancing EFL learners’ communicative competence in the Faculty of Education, at West Kordufan University in Elnnihud City in Sudan during the second semester of the academic year 2020-2021. Fifteen EFL university instructors are randomly selected as a sample of this study. To collect data, the study depends on a structured interview. The results of the study reveal that majority of the interviewed instructors believe that task-based language teaching enhances Sudanese EFL university learners’ communicative competence to large extent because it enables students to work with their peers in pairs or groups and this enables them to feel more comfortable in using language more naturally than with their teachers. However, the participants do believe that they have experienced some difficulties in using task-based language teaching approach for example slow and low-proficient students do not get more opportunities to enhance better communicative competence because group working, discussions and presentations are dominated and overshadowed by proficient students. In addition to that, some students lack the sufficient lexical competence and the topical knowledge in English. The participants think that these difficulties have impact on the developing and enhancing of communicative competence of Sudanese EFL university learners to large extent. Finally, the study recommends that the learning tasks should address students’ language needs and interests and the students should be grouped according to their levels of proficiency besides that teachers must simplify the language required to undertake the task and make it easier for the students.<br />KEYWORDS: Sudanese, EFL instructors, perspectives, task-based language teaching, communicative competence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0ae999d52eedff03b7d65a2f3256bf6a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":73278660,"asset_id":59268794,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/73278660/download_file?st=MTczMjQyODE0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="59268794"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="59268794"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 59268794; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=59268794]").text(description); $(".js-view-count[data-work-id=59268794]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 59268794; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='59268794']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 59268794, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0ae999d52eedff03b7d65a2f3256bf6a" } } $('.js-work-strip[data-work-id=59268794]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":59268794,"title":"SUDANESE EFL UNIVERSITY INSTRUCTORS' PERSPECTIVES ABOUT USING TASK-BASED LANGUAGE TEACHING IN ENHANCING EFL LEARNERS' COMMUNICATIVE COMPETENCE: A CASE STUDY OF UNIVERSITY OF WEST KORDUFAN","translated_title":"","metadata":{"doi":"10.37745/bjel.2013","abstract":"ABSTRACT: The aim of this study is to investigate Sudanese EFL university instructors’ perspectives about using task-based language teaching in enhancing EFL learners’ communicative competence in the Faculty of Education, at West Kordufan University in Elnnihud City in Sudan during the second semester of the academic year 2020-2021. Fifteen EFL university instructors are randomly selected as a sample of this study. To collect data, the study depends on a structured interview. The results of the study reveal that majority of the interviewed instructors believe that task-based language teaching enhances Sudanese EFL university learners’ communicative competence to large extent because it enables students to work with their peers in pairs or groups and this enables them to feel more comfortable in using language more naturally than with their teachers. However, the participants do believe that they have experienced some difficulties in using task-based language teaching approach for example slow and low-proficient students do not get more opportunities to enhance better communicative competence because group working, discussions and presentations are dominated and overshadowed by proficient students. In addition to that, some students lack the sufficient lexical competence and the topical knowledge in English. 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Finally, the study recommends that the learning tasks should address students’ language needs and interests and the students should be grouped according to their levels of proficiency besides that teachers must simplify the language required to undertake the task and make it easier for the students.\nKEYWORDS: Sudanese, EFL instructors, perspectives, task-based language teaching, communicative competence.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"British Journal of English Linguistics"},"translated_abstract":"ABSTRACT: The aim of this study is to investigate Sudanese EFL university instructors’ perspectives about using task-based language teaching in enhancing EFL learners’ communicative competence in the Faculty of Education, at West Kordufan University in Elnnihud City in Sudan during the second semester of the academic year 2020-2021. Fifteen EFL university instructors are randomly selected as a sample of this study. 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